The Implementation of Hypnoteaching Method in Improving Students’ Reading Comprehension

Ideas Pub Date : 2023-08-07 DOI:10.24256/ideas.v11i1.3974
Abdullah Syukur, Ardhy Supraba
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Abstract

The objective of this research is to find out the implementation of Hypnoteaching method in improving students reading comprehension. The researcher applied quasi-experimental design. The population of this research is the second semester students of Informatics Study Program at Cokroaminoto Palopo in 2022/2023 academic year. The researcher used cluster random sampling technique, where two classes were taken randomly as sample. The sample consists of 27 students of experimental class and 27 students of control class. There were two variables in this research, namely the implementation of Hypnoteaching method as independent variable and the students reading comprehension as dependent variable. The data was collected through reading test administered in pretest and posttest of each class. The result of data analysis shows that t-test value is greater than t-table value (5.34 > 2.056) at level of significance (p) = 0.05 with degree of freedom (df) = 26. It means that there is a significant difference of reading comprehension between two classes and it indicates that null hypothesis (H0) is rejected and alternative hypothesis (H1) is accepted. Therefore, based on the findings and discussion of this research, it can be concluded that the implementation of Hypnoteaching method improves students reading comprehension
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催眠教学法在提高学生阅读理解能力中的应用
本研究的目的是探索催眠教学法在提高学生阅读理解能力中的应用。研究者采用了准实验设计。本研究对象为Cokroaminoto Palopo 2022/2023学年信息学研究项目第二学期的学生。研究者采用整群随机抽样技术,随机抽取两个班级作为样本。样本由实验班27名学生和对照班27名学生组成。本研究以催眠教学方法的实施为自变量,学生的阅读理解为因变量。通过对每个班级的前测和后测进行阅读测试来收集数据。数据分析结果显示,t检验值大于t表值(5.34 >2.056),显著性水平(p) = 0.05,自由度(df) = 26。这意味着两类学生的阅读理解存在显著差异,表明拒绝零假设(H0),接受备择假设(H1)。因此,根据本研究的发现和讨论,可以得出结论,催眠教学法的实施提高了学生的阅读理解能力
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发文量
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审稿时长
10 weeks
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